Introduction
Preverbal trauma, which occurs before a child has developed the ability to speak, can have significant impacts on child development. McDonald (2019) defines it as any type of traumatic experience that occurs before an individual has developed language and the ability to communicate through words. This can include experiences that occur during infancy, early childhood, or even in the womb. It can be particularly challenging to identify and address, as the individual may not have the ability to articulate or express their experiences in a verbal manner. Instead, preverbal trauma manifests in a variety of ways, including behavioral, emotional, and physical symptoms. Some examples of preverbal trauma include neglect, abuse, violence, parental separation or divorce, or difficult birth. These experiences have a profound impact on the developing brain and mainly lead to a range of negative outcomes later in life such as depression, anxiety, post-traumatic stress disorder (PTSD), attachment issues, and difficulties with self-regulation. Hence this research will focus on how preverbal trauma impacts child development and the key strategies to parenting a child who has this lived experience
Impacts of Preverbal Trauma on Child Development
Preverbal trauma can have a significant impact on child development, particularly in terms of developmental delays. Trauma that occurs before a child has developed the ability to speak can disrupt normal development, leading to delays in areas such as language, motor skills, and cognitive development. This can impact a child’s ability to learn, communicate, and engage with their environment, potentially leading to further challenges in social and emotional development (Arnoldi, 2020). Children who experience preverbal trauma tend to have difficulties with language development, such as delayed or limited vocabulary, difficulty understanding language, or struggles with grammar and syntax. This, affects their ability to communicate effectively with others, leading to frustration and isolation. According to Levine (2021), such children also struggle with motor skills, such as crawling, walking, or fine motor tasks like writing or using utensils, which can impact their ability to participate in daily activities and play.
Apart from that, preverbal trauma can have significant impacts on attachment issues, which refers to the ability of a child to form healthy and secure relationships with their caregivers, friends, and family. Trauma that occurs before a child has developed the ability to speak disrupts normal attachment development, leading to difficulties in forming trusting relationships and regulating emotions. These impacts have long-term effects on a child’s emotional and social development, potentially leading to mental health problems such as anxiety and depression. Referring to Arnoldi (2020), one of the primary impacts of preverbal trauma on attachment is a disruption in the development of secure attachment. Secure attachment is characterized by a child’s ability to trust their caregivers and feel safe and secure in their presence. Children who have experienced pre-verbal trauma struggle to form secure attachments, leading to difficulties in regulating their emotions and feeling safe in relationships. This leads to increased anxiety, avoidance, and distrust in relationships, making it challenging for them to form healthy connections with others.
Preverbal trauma also leads to disorganized attachment, which is characterized by inconsistent and unpredictable behavior in response to stress. According to McDonald (2019), children with disorganized attachment have difficulties regulating their emotions and behaviors, leading to unpredictable and erratic responses to stressors. As a result, it becomes a challenge for them to form healthy relationships, as their responses to stress can be unpredictable and overwhelming. Most of the children tend to isolate themselves as a coping method to avoid interactions and socializing with others. Additionally, experiencing hard times trying to form relationships leads to development of low self-esteem issues due to the feeling of being unwanted, neglected which impacts the child’s mental health.
Preverbal trauma also has significant impacts on cognitive development. Vanderzee et al. (2019) refers cognitive development as the development of a child’s thinking, reasoning, and problem-solving abilities. Normal development of cognitive abilities is disrupted when a child experiences pre-veal trauma. It leads to delays in the development of areas such as memory, attention, and executive function. One of the impacts of preverbal trauma on cognitive development is the disruption of memory processes. Trauma can have a significant impact on memory development, potentially leading to difficulties with memory recall or retention (Levine, 2021). Children who experience pre-verbal trauma struggles with remembering important information, such as instructions, names, or events. As a result, it impacts their ability to learn and retain new information, potentially leading to academic challenges and difficulties with daily tasks.
It also impacts critical components of cognitive development which are attention and focus. Children who experience trauma struggle with maintaining attention and focusing on tasks, leading to challenges with learning and engaging in both academic and social activities. These attentional difficulties can have long-term impacts on academic achievement and success in adulthood. Finally, pre-verbal trauma impacts executive function. These are sets of cognitive processes that enable us to plan, organize, and complete tasks. Children who experience trauma struggle with these executive functions, potentially leading to difficulties with organization, time management, and problem-solving. Hence their ability to complete tasks and achieve goals is negatively affected leading to frustration and a sense of helplessness. In most cases, such children tend to perform poorly in their academics while they slugger behind on social activities.
Strategies to Parenting a Child who has Experienced Preverbal Trauma
Parenting a child who has experienced preverbal trauma can be challenging as their abilities to communicate and express themselves have been affected. However, there are several strategies that parents can use to help support their child’s recovery and development. These strategies include creating a safe and secure environment, providing consistent and predictable routines, promoting healthy attachment, and seeking professional support as needed. Creating a safe and secure environment is important for children who have experienced trauma (McDonald, 2019). This includes providing a safe physical environment, such as a secure and stable home, as well as emotional safety through positive and nurturing interactions with caregivers. Parents can create a safe environment by being consistent in their interactions with their child, being attuned to their child’s needs, and providing opportunities for them to explore and play in a safe and supportive setting.
Providing consistent and predictable routines can also be helpful for children who have experienced trauma. Struggling with transitions and changes is a part of the impacts of the trauma hence establishing a predictable routine can help them feel more secure and grounded. Establishing regular mealtimes, bedtimes, and playtimes, as well as providing advance notice for any changes in routine can be helpful in helping them adjust. Additionally, it could help with overcoming anxiety issues which come along with the trauma Promoting healthy attachment is also critical while parenting such children. Parents can promote healthy attachment by being responsive to their child’s needs, providing comfort and support when they are upset, and creating opportunities for positive interactions and play. This helps the child feel safe and secure in their relationship with their caregiver, which can support their emotional and social development. It also creates a safe space which encourages a child to freely express themselves strengthening their communication and interaction skills.
Finally, seeking professional support as needed is essential for parenting a child who has experienced this type trauma. One can opt for working with a therapist who specializes in trauma or seeking support from a support group or parenting program. Professional support provides parents with the tools and resources they need to help support their child’s recovery and development, as well as offering emotional support and guidance as needed (Vanderzee et al., 2019). Including professional support for the affected child can also provide guidance on how to overcome the trauma, how to react to stress and how to control emotions. This can be helpful in the recovery journey as professional support entails an open environment where the child is guided without any judgement or negative environment. Additionally, child therapy focuses on non-verbal forms of communication such as play therapy, art therapy, or somatic experiencing. These approaches can help the child in processing and expressing their experiences in a way that feels safe and manageable, and can help to promote healing and recovery. Generally, parenting a child who has experienced preverbal trauma can be challenging, but with patience, understanding, and support, parents can help their child recover and thrive.
Conclusion
Preverbal trauma can have a significant impact on child development, leading to a range of challenges in areas such as attachment, cognitive development, and emotional regulation. These impacts can be long-lasting and affect a child’s ability to succeed in academic and social settings. However, with early intervention and support, parents can help mitigate these impacts and promote their child’s recovery and development. It is important to provide a safe and supportive environment for individuals who have experienced preverbal trauma and to offer ongoing support and care as they continue to navigate the effects of their experiences. Parenting a child who has experienced pre-verbal trauma requires patience, understanding, and a commitment to promoting their well-being. By providing a safe and supportive environment, promoting healthy attachment, and seeking professional support as needed, parents can help their child recover from the trauma.
References
Arnoldi, K. (2020). Traumatic Brain Injury in Children: Do the Eyes Have It? The Orthoptic Evaluation of Traumatic Brain Injury. Journal of Binocular Vision and Ocular Motility, 70(4), 122-127.
Levine, H. B. (2021). Further thoughts on trauma, process and representation. The American Journal of Psychoanalysis, 81(2), 164-177.
McDonald, S. (2019). Co-Leading Trauma Groups Across Disciplines. In Healing Trauma in Group Settings (pp. 90-101). Routledge.
McDonald, S. (2019). Co-Leading Trauma Groups Across Disciplines. In Healing Trauma in Group Settings (pp. 90-101). Routledge.
Vanderzee, K. L., Sigel, B. A., Pemberton, J. R., & John, S. G. (2019). Treatments for early childhood trauma: Decision considerations for clinicians. Journal of Child & Adolescent Trauma, 12, 515-528.
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